Student and teacher perspectives of Construction Zone Activity in the Thinking Science Australia program

Nathan John Curnow

doi:10.4225/23/5a7cf84dfabb4

Student and teacher perspectives of Construction Zone Activity in the Thinking Science Australia program

Nathan John Curnow

Graduate School of Education

Research output: Thesis › Master's Thesis

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Abstract

Cognitive acceleration programs such as Thinking Science Australia (TSA) have demonstrated cognitive gains in students
that are long-term and far-transfer. Despite evidence of their effectiveness, little empirical research has been conducted into the perspectives of the teachers who deliver and students who participate in these programs, especially with respect to the episodes of small-group activities called Construction Zone Activity (CZA). This embedded case study used qualitative data to determine the alignment between teacher and student perspectives of CZA, revealing consistency with the theoretical model and potential implications that may benefit the practice of other teachers.

Original language	English
Qualification	Masters
Awarding Institution	The University of Western Australia
Supervisors/Advisors	Venville, Grady Jane, Supervisor Oliver, Mary Colette, Supervisor Howitt, Christine, Supervisor
Thesis sponsors	Australian Government Research Training Program
Award date	28 Nov 2017
DOIs	https://doi.org/10.4225/23/5a7cf84dfabb4
Publication status	Unpublished - 2017

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THESIS - MASTER OF EDUCATION - CURNOW Nathan John - 2017
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abstract = "Cognitive acceleration programs such as Thinking Science Australia (TSA) have demonstrated cognitive gains in students that are long-term and far-transfer. Despite evidence of their effectiveness, little empirical research has been conducted into the perspectives of the teachers who deliver and students who participate in these programs, especially with respect to the episodes of small-group activities called Construction Zone Activity (CZA). This embedded case study used qualitative data to determine the alignment between teacher and student perspectives of CZA, revealing consistency with the theoretical model and potential implications that may benefit the practice of other teachers. ",

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AB - Cognitive acceleration programs such as Thinking Science Australia (TSA) have demonstrated cognitive gains in students that are long-term and far-transfer. Despite evidence of their effectiveness, little empirical research has been conducted into the perspectives of the teachers who deliver and students who participate in these programs, especially with respect to the episodes of small-group activities called Construction Zone Activity (CZA). This embedded case study used qualitative data to determine the alignment between teacher and student perspectives of CZA, revealing consistency with the theoretical model and potential implications that may benefit the practice of other teachers.

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KW - construction zone activity

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M3 - Master's Thesis

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Student and teacher perspectives of Construction Zone Activity in the Thinking Science Australia program

Abstract

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